Article | PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012 | Funds of Knowledge in Technology Education

Title:
Funds of Knowledge in Technology Education
Author:
Wendy Fox-Turnbull: College of Education, University of Canterbury, New Zealand
Download:
Full text (pdf)
Year:
2012
Conference:
PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Issue:
073
Article no.:
021
Pages:
179-187
No. of pages:
9
Publication type:
Abstract and Fulltext
Published:
2012-06-18
ISBN:
978-91-7519-849-1
Series:
Linköping Electronic Conference Proceedings
ISSN (print):
1650-3686
ISSN (online):
1650-3740
Publisher:
Linköping University Electronic Press; Linköpings universitet


When participating in technology education students require a range of academic; social and physical skills in order for them to collaboratively develop technological solutions to meet identified needs or opportunities. This paper reports part of a study that explores the role students’ Funds of Knowledge play in contributing to learning in technology education in the primary classroom.

Funds of Knowledge are the developed bodies of skills and knowledge that are accumulated by a group to ensure that they can function appropriately within their social and community contexts (Lopez; 2010).

The study was undertaken in a primary school with 6 and 10 year old students. The data reveals that students used knowledge from their home and community to assist to make sense of their learning and to assist them in developing technological outcomes. The paper introduces two sub-categories of Funds of Knowledge and compares and the use of Funds of Knowledge within each sub-category between the two year levels and across a unit of work.

This study is significant because it highlights the use of Funds of Knowledge in technology education and examines aspects within Funds of Knowledge that are applicable to technology education.

Keywords: Technology education; Funds of Knowledge; collaborative learning; participatory enculturation; passive observation

PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Author:
Wendy Fox-Turnbull
Title:
Funds of Knowledge in Technology Education
References:

Earl; L. M.; & Timperley; H. (Eds.). (2008). Professional learning conversations: challenges in using evidence for improvement (Vol. 1). Nottingham: Springer.


Fleer; M.; & Quinones; G. (2009). Assessment of children’s technological funds of knowledge as embedded community practices. In A. Jones & M. J. DeVries (Eds.); International Handbook of Research and Development in Technology Education. Rotterdam: Sense Publishers.


Gonz√°lez; N.; Moll; L. C.; & Amanti; C. (Eds.). (2005). Funds of knowledge (1st ed. Vol. 2009 Reprint). New York: Routledge.


Hennessy; S. (1993). Situated cognition and cognition apprenticeship: implications for classroom learning. Studies in Science Education; 22; 1-41.


Lopez; J. K. (2010). Funds of Knowlege. Learn NC Retrieved 9 March 2010; from www.learnnc.org


Mercer; N.; & Hodgkinson; S. (Eds.). (2008). Exploring talk in school. London: Sage Publications Ltd.


Mercer; N.; & Littleton; K. (2007). Dialogue and the development of children’s thinking- a sociocultural approach. Oxon: Routledge.


Rogoff; B. (1990). Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press.


Shields; C.; & Edwards; M. (2005). Dialogue is not just talk- a new ground for educational leadership. New York: Peter Lang Publishing Inc.


Turnbull; W. (2002). The place of authenticity in technology in the New Zealand curriculum. International Journal of Technology and Design Education; 12; 23-40.

PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Author:
Wendy Fox-Turnbull
Title:
Funds of Knowledge in Technology Education
Note: the following are taken directly from CrossRef
Citations:
No citations available at the moment